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Quality of social relations and school achievement of students of different age  [PDF]
Spasenovi? Vera
Zbornik Instituta za Pedago?ka Istra?ivanja , 2009, DOI: 10.2298/zipi0902331s
Abstract: Social relations between students and their peers have not been studied more extensively in our expert scientific literature, and performed studies have rarely focused on the association between these relations and school achievement. Comparison of the quality of social relations and school achievement at different ages has been especially neglected, which is the basic goal of this paper. The sample comprised 235 fifth-grade students and 230 eighth-grade students from nine (18 in total) classes in each grade, selected from four schools from the narrow Belgrade area. Besides students, research also comprised their class teachers, whose number corresponded to the number of classes that students came from (18). Twenty-seven variables were entered in correlation matrix for fourth- and eighth-grade students, and factor analysis yielded nine factors, which were only slightly different between the two ages. In both cases, acceptance by peers and orientation towards peers had the biggest importance in explaining the total variability. The factors in multiple logistic regression which determined the school achievement of fifth-graders to the largest extent were their acceptance, parents' characteristics (educational level and employment) and social adaptation. When it comes to eighth-grade students, educational level of parents and social adaptation are directly correlated with school success, and aggressiveness is inversely correlated with this variable.
Achievement of Serbian eighth grade students in science  [PDF]
Antonijevi? Radovan
Zbornik Instituta za Pedago?ka Istra?ivanja , 2006, DOI: 10.2298/zipi0602333a
Abstract: The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .
Caracterización de procesos cognitivos de memoria, lenguaje y pensamiento, en estudiantes con bajo y alto rendimiento académico: Memory, Language and Thought in Students with Low and High Academic Achievement
Mejía Quintero,Edilberto; Escobar Melo,Hugo;
Diversitas: Perspectivas en Psicología , 2012,
Abstract: this paper presents a characterization of the processes of memory, language and thought of four groups of students with low, medium, high and higher academic achievement among first and fifth grade, aged between 6 and 11 years, in an educational center in bogotá-colombia. to 10 sub-tests of the wisc-iv were applied, to describe these processes. academic performance was corroborated by school reports. the results were processed using spss-19, anova and tukey's dhs. the most influential aspect is the verbal comprehension scores with a correlation of .718; followed by perceptual reasoning with a correlation of .659, and finally the working memory with a correlation of .577.
Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum
Antonijevi? Radovan M.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2006, DOI: 10.2298/zipi0601225a
Abstract: This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.
The Effect of Direct Instruction Strategy on Math Achievement of Primary 4th and 5th Grade Students with Learning Difficulties  [cached]
Ahmad Abdulhameed Aufan Al-Makahleh
International Education Studies , 2011, DOI: 10.5539/ies.v4n4p199
Abstract: This study seeks to verify the effect of direct instruction strategy on Math achievment of students with learning difficulties in the fourth and fifth grade levels and measure the improvement in their attitudes to Mathematics. Sample consisted of sixty (60) students with Math learning difficulties attending 4th and 5th grade level resource rooms recruited from six School Districts within the metropolitan Directorate of Education. Participants were randomly assigned to control (N=30) and experimental (N=30) groups. Experimental students received training on basic Math skills using the Direct Instruction Strategy, whereas the control groups students were taght traditionally. Achievement test were built to measure basic mathematical skill among fourth and fifth grade students as a pre-test and post-test and validity and reliability coefficients were secured. To measure student attitudes to mathematics, attitudes to mathematics scale was developed and tested for validity and reliability. The achievement test was administered as pre-test and post-test, Results from the statistical analysis indicated a perceived effect of the direct instruction strategy on basic skills achievement of fourth and fifth grade students with learning difficulties and improved their attitudes to mathematics. To identify basic skills achievement level of fourth and fifth grade students.
ACHIEVEMENT IN RELATION TO MATHEMATICAL CREATIVITY OF EIGHTH GRADE STUDENTS
Pooja Walia
Indian Streams Research Journal , 2012,
Abstract: The present study was conducted to examine the relationship of mathematical creativity with achievement and differences between boys and girls with regard to their mathematical creativity (along with its dimensions) and achievement. Simple random sampling was used to select the participants. Participants (N= 180, boys = 99 and girls = 81) completed creativity test. Mathematical creativity was measured using the Creative Ability in Mathematics Test developed by Balka (1974). Pearson's Product Moment Correlation analysis indicated that mathematical creativity (along with its dimensions) is related to achievement in mathematics of eighth grade students. No significant difference was found between boys and girls with regard to their achievement and mathematical creativity (along with its dimensions). However, girls were found better than boys on one dimension of mathematical creativity i.e. flexibility.
The Effect of Educational Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach  [cached]
Abeer Rashed Alelaimat,Khowla Abd Al Raheem Ghoneem
Higher Education Studies , 2012, DOI: 10.5539/hes.v2n2p40
Abstract: This study aimed at revealing the effect of educational modules strategy on the direct and postponed study's achievement of seventh primary grade students in science, in comparison with the conventional approach. The sample of the study consists of (174) male and female students randomly chosen from schools in the city of Mafraq, students are divided into two groups: Control and Experimental. Researchers have developed an educational materials relevant to carry out modules strategy for teaching scientific concepts in the science text book for primary seventh grade, though the development of achievement test to measure the direct and the postponed achievement by the study's sample. The consistency and reliability of the test have been obtained. The study's results revealed that students in the experimental group are superior over students in the control group in both types of achievement. At the same time results showed the lack of difference between male and female students in direct and long-term achievement test. Based upon the study's results, researcher recommends the necessity to use more modern means to teach students the "Science" domain such as modules strategy, to hold courses and workshops for teachers training on implementing modules strategy. Furthermore, to make available textbook and references which facilities this style of teaching. Finally, is to conduct similar studies over different domains, such as physics and mathematics.
Rate of Speech and Reading in Second and Fifth Grade Primary Students in Tehran  [PDF]
Hourieh Ahadi,Mohammad Rahim Shahbodaghi,Dr. Soghrat Faghihzadeh,Dr. Behrouz Mahmoudi Bakhtiari
Audiology , 2007,
Abstract: Background and Aim: The purpose of this research is to study the standardization of speaking and reading rates in a group of normal speaker of female students, and to compare them. As the rate of speech is an important variable in the evaluation and treatment of stuttering, cluttering, dysarthria and apraxia. Materials and Method: One hundred of second grade students of primary school and an equal number of fifth grade students participated in this study. All subjects were native speakers of Farsi, who passed an informal, screening test of articulation and speech. None of the subjects had a history of speech, hearing, or neurological disorders. The subjects were asked to read from the 180 words portion of their Farsi book and tell story. Their speech was recorded by using a tape recorder. Then the data were analyzed for word and syllable rate. In transcribing the samples, single morpheme was counted as single word and compound words were counted as two words if they had two free morphemes. Non-word interjections were excluded from word and syllable counts while word interjections and repeated words were included in the count. Independent t-test and paired t-test were used for analyzing. Results: In the second grade students the reading rate is, on the average, 189.4 syllable per minute (SPM)(94.9 word per minute(WPM), 3.1 syllable per second(SPS)) and the talking rate is 189.8 SPM (99.1 WPM, 3.1 SPS) and in the fifth grade student the reading rate is 223.9 SPM (119.0 WPM, 3.7SPS) and the talking rate is 210.26 SPM (109.5 WPM , 3.4 SPS). Conclusion: The result highlight that in the fifth grade students, reading rates are higher than talking rates while in the second grade they are not, because they do not have enough skills for whole word reading. A remarkable finding in this research is that, reading and talking rates in the fifth grade students are higher than the second grade students.
Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision? - A Critical Analysis  [cached]
Huei Lan Wang
International Education Studies , 2009, DOI: 10.5539/ies.v2n4p154
Abstract: Traditionally, children requiring special educational needs (SEN) are segregated into separate learning environments. While this education practice has been established for years, other educators and analysts have been questioning its efficacy. Most of them suggest that students with SEN should be included into mainstream schools to maximize their learning experiences. Several other benefits as well as issues have been raised in relation to this educational issue. In this paper, the factors related to the education and inclusion of students with SEN, including the curriculum, attitude of the educators, professional development, equality issues as well as learning experiences, will be discussed. The significance and relevant effects of these factors will be the basis of the conclusion of this paper on whether inclusion should be adapted.
Improving Student Achievement: Can Ninth Grade Academies Make A Difference?
Ronald Anthony Styron,Eddie J Peasant
International Journal of Education Policy and Leadership , 2010,
Abstract: This study focused on student achievement in ninth grade schools or academies compared to ninth grade students enrolled in traditional high schools. Student achievement was measured by standardized test scores. Other variables tested were gender and ethnicity. All students used in this study were enrolled in the ninth grade during the 2005-2006 school year at one of six schools selected for this research. Participants were enrolled in Algebra I and/or Biology I course(s) and therefore took the standardized Subject Area Test in these disciplines. Data indicated students enrolled in ninth grade academies scored significantly higher then ninth graders enrolled in traditional high schools on both the Algebra I and Biology test. Further analysis of data revealed significant differences based on ethnicity in achievement of Biology I students in the ninth grade academies when compared to the Biology I students in the traditional high schools. The African American students in the ninth grade academies had a higher mean score on the Biology I SAPT than Caucasian and African American students enrolled in the traditional high schools. Additionally, the Caucasian students in the ninth grade academies scored only .03 higher than the mean score of African American students in the ninth grade academies.
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